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Motivational Orientation, Boredom and Fun in Physical Education: The Mediation Role of Self-Esteem and Motor Self-Efficacy

dc.contributor.authorReigal Garrido, Rafael Enrique
dc.contributor.authorHernández-Martos, Jacobo
dc.contributor.authorMonteiro, Diogo
dc.contributor.authorPérez-López, Rocío
dc.contributor.authorHernández-Mendo, Antonio
dc.contributor.authorMorales-Sánchez, Verónica
dc.date.accessioned2024-04-02T12:40:13Z
dc.date.embargo2025-03-28
dc.date.issued2024-03-28
dc.description.abstractAdolescents who enjoy physical education (PE) classes are more likely to be active during out-of-school hours. Similarly, achievement goal theory suggests that task-oriented motivation is associated with higher levels of reported fun during PE classes. In contrast, ego-oriented motivation has been related to boredom in class, but some self-perceptions (e.g., self-esteem or motoric self-efficacy) may modify this relationship and are important for physical activity. Our aim in this paper was to analyze the relationships between motivational orientation and fun and boredom in PE classes by assessing the mediating effects of self-esteem and self-efficacy. We surveyed 478 teenagers between 13 and 18 years of age (M = 14.57; SD = 1.15) with the Task and Ego Orientation in Sport Questionnaire (TEOSQ), the Rosenberg Self-Esteem Scale (RSE), the Motor Self-Efficacy Scale (MSES), and the Intrinsic Satisfaction in Sport Scale (SSI-EF). We used a structural equation model to evaluate relationships between these variables of interest. We found a positive relationship between ego orientation and boredom and between task orientation and fun; and we found a negative relationship between task orientation and boredom in PE classes. Importantly, we observed indirect effects from self-esteem and motoric self-efficacy in the relationships between motivational orientation and boredom and fun in PE. These results highlight the importance of students’ motivational orientations in PE classes and illustrate that self-perception of self-esteem and motoric self-efficacy can mediate these relationships.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationReigal, R. E., Hernández-Martos, J., Monteiro, D., Pérez-López, R., Hernández-Mendo, A., & Morales-Sánchez, V. (2024). Motivational Orientation, Boredom and Fun in Physical Education: The Mediation Role of Self-Esteem and Motor Self-Efficacy. Perceptual and Motor Skills, 0(0). https://doi.org/10.1177/00315125241242147pt_PT
dc.identifier.doi10.1177/00315125241242147pt_PT
dc.identifier.issn0031-5125
dc.identifier.urihttp://hdl.handle.net/10400.8/9579
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSAGEpt_PT
dc.relation.publisherversionhttps://journals.sagepub.com/doi/full/10.1177/00315125241242147pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/pt_PT
dc.subjectPhysical educationpt_PT
dc.subjectSelf-esteempt_PT
dc.subjectMotor self-efficacypt_PT
dc.subjectLifestylept_PT
dc.titleMotivational Orientation, Boredom and Fun in Physical Education: The Mediation Role of Self-Esteem and Motor Self-Efficacypt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceEstados Unidos da Américapt_PT
oaire.citation.titlePerceptual and Motor Skillspt_PT
person.familyNameReigal Garrido
person.familyNameMonteiro
person.givenNameRafael Enrique
person.givenNameDiogo
person.identifier600115
person.identifierF-1202-2015
person.identifier.ciencia-idED1F-6228-E26F
person.identifier.orcid0000-0001-6689-6936
person.identifier.orcid0000-0002-7179-6814
person.identifier.ridH-5510-2015
person.identifier.scopus-author-id55634003800
person.identifier.scopus-author-id56437945500
rcaap.rightsembargoedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication805a80b3-6d02-487e-8c1a-75b0ad413f8f
relation.isAuthorOfPublication79dcae83-d54a-4acc-a9a1-8268c7776ab9
relation.isAuthorOfPublication.latestForDiscovery79dcae83-d54a-4acc-a9a1-8268c7776ab9

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